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Numeracy Program SY 20 21

This narrative report summarizes the numeracy program at Mambiranan Elementary School during the 2021-2022 school year. Due to the pandemic, many students fell behind in their numeracy skills due to limited direct education from teachers. Teachers conducted home visits and administered regional numeracy tests to track student progress. Students performed math operations with their parents' help. Teachers also provided extra learning tools like flashcards and puzzles. The school launched their "MATHTUTO" project in March 2022 to make math learning more engaging. As face-to-face classes expand, struggling students will receive focus to improve their numeracy and math skills.

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Arlene Mallorca
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261 views4 pages

Numeracy Program SY 20 21

This narrative report summarizes the numeracy program at Mambiranan Elementary School during the 2021-2022 school year. Due to the pandemic, many students fell behind in their numeracy skills due to limited direct education from teachers. Teachers conducted home visits and administered regional numeracy tests to track student progress. Students performed math operations with their parents' help. Teachers also provided extra learning tools like flashcards and puzzles. The school launched their "MATHTUTO" project in March 2022 to make math learning more engaging. As face-to-face classes expand, struggling students will receive focus to improve their numeracy and math skills.

Uploaded by

Arlene Mallorca
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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Republic of the Philippines

Department of Education
Region VI – Western Visayas
Schools Division of Passi City
District of Passi I-West
MAMBIRANAN ELEMENTARY SCHOOL
Mambiranan Grande, Passi City, Iloilo

NARRATIVE REPORT IN NUMERACY PROGRAM


SCHOOL YEAR 2021-2022

Two years had passed since a global pandemic struck. The new normal set up in
education has been a challenge to us teachers to this day. This pandemic has caused
many students to fall behind, resulting in learning losses and increased inequality.
When it comes to numeracy, distance learning is a lot more complicated than face-to-
face learning since we have to make a lot of adaptations. One of the elements affecting
the students in this situation is a lack of adequate and direct education from their
teachers. Some of them come from homes with limited educational opportunities and no
one to teach them at home. Their parents are unable to educate them, so they seek out
relatives who can. Some students tend to work, and the majority of them have weak
mathematical skills. We teachers, on the other hand, are the means by which our
students will be able to overcome and give these lessons. Even when things are
difficult, we find ways and solutions to ensure that our students continue to receive an
education.

We conducted Regional Unified Numeracy Test (RUNT) to track the numeracy


level of our pupils during our home visitation. We also gave them remedial activities to
monitor their performance and progress. Since face-to-face meetings were limited,
pupils were the helped by their parents or family members in numeracy and we
teachers would also check them at scheduled home visits. One of the activities they
used was performing mathematical operations on their modules and learning activity
sheets as well as recorded video and audio lessons with the assistance of their parents.
This activity helped them improve their numeracy skills and abilities. Furthermore, we
also gave them with extra learning support tools to help pupils improve their
mathematical abilities by using flash cards, math puzzles, and windows cards. We also
performed remediation in school while following the proper health protocols. Pupils were
clustered or grouped for remedial education. We launched our Numeracy Program
Project “MATHTUTO” in late March 2022. This initiative attempts to make learning
Mathematics more enjoyable and engaging. The teacher can utilize either electronic
reading resources from television, such as images, PowerPoint presentations, and
video clips, or the conventional method of teaching reading, such as flashcards, puzzles
and charts. This project's design comprises the following elements: (1) objectives for the
day, (2) preliminary activities (3) presentation of the topic, (4) discussion, (5) guided and
independent practice, and (6) assessment.

Thankfully, expansion of face-to-face is going on. Those struggling pupils and


non-numerates will be given much focus to improve their numeracy and mathematical
skills.

Attached below were some the evidence showing the conduct of remedial
reading during home visitation and remediation:
PREPARED BY:
RICHELLE P. LAGUTANG
Mathematics Coordinator

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